(Skkn mới nhất) the application of mind mapping technique by using digital technology to enhance 10th graders’ speaking skills at dien chau 3 high school

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PART 1: INTRODUCTION

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1.1. Rationale

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As a teacher at High School for many years, the authors have realized that
speaking is a very important skill in language learning. EFL learners' success in
English speaking brings them benefits not solely in their English learning but also
in their lifelong careers. In the first place, speaking skill is very important in
language classroom now. Language learners appreciate the importance of speaking
in learning language process because speaking can help learners to express their
thoughts and opinions and to develop their language proficiency. According to
Lindsay and Knight (2006), We speak for many reasons - to be sociable, because
we want something, because we want other people to do something, to do
something for someone else, to respond to someone else, to express our feelings or
opinions about something, to exchange information, to refer to an action or event
in the past, present, or future, the possibility of something happening, and so on.
For numerous EFL learners, English speaking seems to be challenging. In the EFL

classroom, the students are asked to perform their speaking tasks within a certain
length of time. Thus, numerous students cannot occasionally accomplish their
tasks. Theoretically, a mind map is basically a diagram that connects information
around a central subject. I like to think of it like a tree, although it has more of a
radial structure. Invented by Buzan (2005:1), mind mapping is a very powerful tool
for brainstorming, creative thinking, problem solving, organizing of ideas and of
course, note taking. Mind mapping as a note taking technique can be used for
almost any subject and done in any language. By using mind map, we can recall
the concept of mapping that we will used to speak.

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In addition, in the process of teaching, it is easy to see that learners at Dien Chau 3
High School are lacking essential skills in speaking. They often produce the
speaking at low level and under their teachers' expectation. As a result, they
encounter a large number of difficulties such as shortage of motivation, limited
background knowledge. Not only the researcher but also other teachers interviewed
can see this pessimistic actual state. They agree that majority of students at Dien
Chau 3 High School are from the countryside. Their students often find it difficult
to have a good environment of English for their poor schooling, especially rarely
have chance to practice English with English speaker foreigners. They do not have
motivation to attempt a lot and become unconfident in speaking lessons owning to
a lack of motivation and environment. It has considerably negative impact that has
made me interested in for a long time in speaking. Thus, I would like to find a
technique that helps students to overcome the problem and explore something new
that can improve speaking skills for students in my school. From my point of view,
mind mapping is a very necessary technique and it brings great benefits for the

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quality of speaking ability. It is an effective way that students can develop their
creativity, so that it can improve the speaking skill perfectly.

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For the above reasons, this study sought to explore if learners can grow out of the
aforementioned difficulties by engaging in mind mapping. The researcher decided
to carry out the topic: “THE APPLICATION OF MIND MAPPING
TECHNIQUE BY USING DIGITAL TECHNOLOGY TO ENHANCE 10th
GRADERS’ SPEAKING SKILLS AT DIEN CHAU 3 HIGH SCHOOL”

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1.2. Aims of the Research

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The purpose of this study is to conduct a study which serves the following aims:

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- To enhance students’ critical thinking skills by encouraging students to make
connection between different ideas and explore different perspective by using mind
mapping.

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- To develop students’ communication skills by encouraging students to present
their ideas in a clear and concise way.

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- To explore the improvement of students in learning speaking skills after a period
of applying mind map to the learning and teaching process.

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1.3. Scope of the Study

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The research only attempted to discover the issues relating to speaking skills. It
therefore focused on improving the students' speaking skills through mind maps.
The skills that were covered in this study, mind mapping is an easy way to place
information to brain and take the information out from brain, it is creative and
effective way to write and will map your mind by a simple way. Mind mapping is
good for students, because the more they learn the material, the greater they need
to condense and simplify it in a form that is easy to learn.

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For the above reasons, this study focused on using mind mapping to improve the
speaking skills for 10th graders at High Schools.

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1.4. Organization of the Study

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The study is divided into three parts as follow:
Part 1: Introduction
Introduction presents the basic information including rationale, aims, scope, and
the organization of the study.
Part 2: Content
This part provides the theoretical background of the topic with an overview of the
speaking skills, definition of mind map and the relevant approaches, studies. It also
conducts a survey to discover the effect of mind map to enhance students’ ability
in speaking skills. The data collected from the survey are quantitatively and

qualitatively analyzed. In this part, the focus will be on the attitude of students in
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mind map. This part also illustrates the mind mapping in some lessons in English
10.

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Part 3: Conclusion

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The final conclusion is included in this part which reviews the main findings of the
study. Also some suggestions are given to contribute to the process of teaching
speaking skills using mind map. In order to convey an overall conclusion of the
study, part 3 reveals the answers for the research. Limitations of the study and the
suggested further studies are also included in this section.

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PART 2: CONTENT

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2.1. Literature Review

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2.1.1. Definitions of Mind Mapping

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Mind mapping is the concept which identifies an oral or written text, by the
psychologist Tony Buzan in 1960s. Buzan (2006) claims that, mind mapping is a
technique of making outline which is used to represent words, ideas, tasks or
another link to an around central key word or ideas. In other words, it is a visual
technique that helps organize and structure information. It involves creating a
diagram that represents the relationships between ideas, concepts, and information.
It involves creating a diagram that represents the relationship between different
ideas, concepts, and information. Mind mapping allows users to easily identify and
connect ideas, making it an effective tool for brainstorming, note-taking, problemsolving, and planning. It works by taking information from several sources and
displaying this information as key words in a bright, colorful manner. Mind maps
have been described as a diagram used to represent words, ideas, tasks, or other
items (in different colors, pictures) linked to and arranged around a central key
word or idea. These tools are simply a way to visualize a concept. It is considered
as an aid to studying, organizing, summarizing information and writing. It is an
extremely effective method of taking notes and it also aids to recall of existing
memories.

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2.1.2. Framework of a Mind Map

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In a mind map, the main study topic is drawn at the center with key words
branching at divergent pattern. These key words correspond to subtopics and then
smaller branches project from the subtopics with further details regarding the
subject being included in a progressively branching pattern. These sub-branches of
key words or pictures can be linked together resulting in the integration of different
parts of the mind map. By undergoing this process, information initially contained
within passages of the text become hierarchically organized, with the most general
information being presented in the center of the mind map and material of
increasing detail being presented at the extremes.

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Sub-topic

Sub-topic

Main topic
(Key Idea)
Sub-topic

Sub-topic

Sub-topic
Sub-topic

Sub-topic

Figure 2.1. Basic structure of Mind map
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Sub-topic

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Sub-topic

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Sub-topic

Sub-topic


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2.1.3. Techniques of Creating a Mind Map

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The medium for drawing the mind map is usually colored pens or pencils. Students
can begin by drawing an image in the center of the paper that reflects the central
theme, or topic of the map which is created. The central image is placed in the
center of the paper which enables students 360 degrees of freedom to develop their
mind map. In the next step, students can draw main branches with key words
extending from this central image. The branches show different categories which
are considered as being relevant to the content of the key concept of the mind map.
From these main branches, sub-branches are created. The kay point of the mind
map is that each of the branches and sub-branches should contain pictures to aid in
recalling the information. These sub-branches of key words or pictures can be
linked together resulting in the integration of different parts of the mind map.

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Buzan (cited in Elsifa : 2014) argued that, there are 8 techniques in mind mapping,
those are:

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1. Take a piece of white paper in a landscape position.

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2. Start by draw a color image in the center of the paper and write the keyword
with capital letters.

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3. Choose a color and draw the main themes of mind map on the thick branches
out from the central image.

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5. Make thick and colorful branches around the map.

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4. Add other branches to make another main theme.

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6. Write basic ideas about the keyword and still use the capital letter.

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a graphical tool that can incorporate words, images, numbers, and color, so it
can be more memorable and enjoyable to create and review. The combination of
words and pictures is six times better for remembering information than words
alone.
• Mind

maps link and group concepts together through natural associations. This
helps generate more ideas, find deeper meaning in your subject, and also prompt
you to fill in more or find what you're missing.
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mind map can at once give you an overview of a large subject while also
holding large amounts of information.
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• It's

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Mind maps can be more effective than other brainstorming and linear note-taking
methods for a number of reasons:

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2.1.4. The Benefits of Using Mind Map in Teaching English Speaking Skills

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8. Let your mind map be as imaginative as possible.

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7. Add an image to all the main branches to represent each key theme and also
use image to visualize every important keyword on your map.


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• It's

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also a very intuitive way to organize your thoughts, since mind maps mimic
the way our brains think—bouncing ideas off of each other, rather than thinking
linearly.

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can generate ideas very quickly with this technique and are encouraged to
explore different creative pathways.

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• You

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DePorter and Hernacki (in Abdurrahman, 2008:172) describe that there are some
advantages of using mind mapping technique, they are as follows:

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• Flexible

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Explaining something can be easy without confusing in add the material based on
the mind mapping. We can put the label and category of something based on our
own opinion anywhere in the mind mapping.

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• Concentrate on the Topic

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Getting the subtopics what we talk about with focus on the main ideas easily. Keep
focus on the keyword can help us to make it simple and it does not waste the time.

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• Increasing Comprehension

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Using mind mapping technique can make easy in understanding the material. Mind
mapping is a simple think pattern so it does not make us confuse to understand
what we have learned and easy to remember the material.

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• Enjoyable

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Imagination and creativity are unlimited in using mind mapping, so it can be funny
to learn. By using pictures and colors, it makes the brain enjoy and excited in
thinking something what we want about the material.

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2.1.5. Digital Technology and Mind Mapping

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Basically mind maps are developed through paper and pen. Recently, with the
development of technology computer versions of mind maps have become popular
which also increase learners’ level of interest in creating mind maps. Beside the
traditional mind map which is developed on paper or board by hand. Another one
is digital mind map which is developed on computer, mobile or other electronic
devices through appropriate software. In contrast to tradition note-making, the
software of mind maps can enhance learning and study performance. As a learning
tool, digital mind mapping software helps learners to express their ideas visually in
comparison with traditional mind map. It can also transform boring concepts and
ideas into colorful, exciting and impressive flowcharts. Digital mind mapping is an
effective imaginative practice to formulate thoughts and connections. Normally,
digital mind maps are created in a blank electronic page which has a lot of
advantages. For instance, it is easier, portable and not limited to the scale of the
document, simple to save and share with friends. Digital mind map seems to prove
its prominence when its software compiles our thoughts and ideas to something

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organized and tangible manner which is quite common in the modern world.
Digital mind map is not only used in education but also in many other fields by
doctors, professors, businessmen etc.

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2.1.6. Different Software Used in Digital Mind Mapping Strategy

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Digital mind mapping software is a system of visual learning that allows us to
evaluate, synthesize, remember and successfully create fresh ideas. It is designed

to reflect the connection between thoughts and ideas graphically. Digital mind
mapping software is various in types for users to choose. Below are some
suggestions that people can choose for their work.

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• XMind

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This software is a combined brainstorming and digital mind mapping platform. It
has the purpose of creating ideas. It provides some types such as tree maps,
fishbone map, cards, etc. This digital mind mapping software which was released
on 2007 for commercial purpose is available in both free and professional versions.

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• Mindjet

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Mindjet is a popular commercial digital mind mapping software first developed by
Mike and Bettina Jetter in 1998. It’s headquarter is in the San Fransisco, USA.
This software allows users to plan, operate and handle the ideas. Mindjet provides
us the opportunity to build and operationalize an ambitious system by way of mind
modeling, big-data research, and play dynamics. It helps us to gather knowledge
and insight easily. It also enables the users the ability to incorporate knowledge
into a single dashboard.

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• Mindomo

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This is a freemium digital mind mapping software developed by Expert Software
Applications that released this product in 2007. Midomo utilizes different features
to improve information analysis, description and comprehension. It offers highdensity graphics, visual and audio aids, multi-level numeration, comments and
votes on subjects, spell search, touch importation and map exportation. The
connectivity method can also be applied here. It reflects on the easy and efficient
use of the tools in general.

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Mindmeister is a platform for the imagining, communication and interpretation of
ideas. This interactive program provides users with amazing graphic tools for
brainstorming, recording, making project schedules, and executing other activities
online. Mindmeister helps us to communicate and interact in real time with as
many people as we want. It has an integrated viewing mode to render mind maps
interactive slideshows in less time. It combines both a community project

management framework and an intuitive online mission. People can work together
in different ways and in real time solving problems.

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• Mindmeister


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• Padlet

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Padlet is a digital mind mapping software which exchange ideas and allow people
to collaborate. It is an easy to read method to create stunning screens, fabrics and
web pages. It allows users to add content, feedback and make real-time
improvements. We can add images, letters, web links, videos and music in this
software. We may choose a designed template or choose a blank template> We can
also share our padlet with friends.

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• Cacoo

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Cacoo is a web-based digital mind mapping tool helps to build flowcharts, tables,
mind maps and mockups. It helps users to add their ideas to pictures, details,
comment, or diagrams. Some readymade templates are available for users to draw
diagrms.

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• FreeMind:

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FreeMind is a free mind mapping software that allows people the opportunity to
arrange thoughts on a webpage. FreeMind’s features like scads of icons, and color
for formatting options, support hyperlinks allow users to bind web pages, and
document to a map, and users can export in various formats including HTML,
PDF, and JPEG. This software provides quicker operation and navigation with its
one-click.

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• Vmindmap

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Vmindmap is a web-based mind mapping tool that allows users to create, edit, and
share mind maps online. It offers a visually appealing interface that allows users to
organize their thoughts and ideas in a hierarchical, tree-like structure. With
Vmindmap, users can easily create new nodes and connect them with lines and
arrows to represent relationships between ideas. They can also add images, icons,
and attachments to nodes to provide additional context and information.

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Canvas is a popular graphic design platform that offers a wide range of tools and
templates for creating visual content. While Canvas does not offer a dedicated
mind mapping feature, it does provide templates and design elements that can be
used to create mind maps. With Canvas, users can create a visual map of their
ideas and concepts using various shapes, icons, imagines and text boxes. They can
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• Canvas

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Vmindmap offers a free version with basic features, as well as paid plans with
more advanced features and storage options. It is compatible with a variety of
devices and operating systems, making it a flexible tool for users on-the-go.

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One of the key features of Vmindmap is its collaboration capabilities. Users can
invite others to view and edit their mind maps, making it a useful tool for group
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use the drag-and-drop interface to arrange and connect the elements to create a
hierarchical structure that represents the relationships between the ideas. Canvas
also offers a variety of templates. These templates provide a starting point for users
who are new to mind mapping or want to save time on the design process. In
addition, Canvas provides a range of collaboration and sharing options that allow

users to share their mind maps with others for feedback and collaboration.

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2.1.7. The Way to Create a Digital Mind Map through Software

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Digital mind mapping is considered as a teaching – learning strategy for recording
the free flow of ideas and is commonly used to explore the topics. It may also be
used for the arrangement and aggregation of information on a topic. Because
digital mind mapping is an imaginative activity. Basing on personal interests,
resources and projects a mind mapping strategy can be various in term of types.
There is no one way to construct the digital mind map, so if we use technology to
build a diagram, we have to follow a systematic process.

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Step 1: Start with a blank screen

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Step 2: Fill the central idea or theme with the central node. Write the brainstorming
theme in the middle.

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Step 3: Brain sub-ideas or linked ideas, adding them to the screen. Write
brainstormed ideas or reflections on branches originating from the middle.

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Step 4: Draw lines for the association between ideas and sub-ideas. Drag and drop
the elements in the diagram to reorganize our thoughts. Apply more facts to each
sub-ide. We can continue to add more information in our digital mind map until we
are adequate.

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Step 5: Use formatting tools to visually coordinate and represent the ideas like
modify colors, shape, size, and add icons and pictures, etc.
Add Sub-Ideas/ Linked Ideas

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Central Idea/ Theme

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Blank Screen

Modify Colors,
Shapes, Sizes, and
Add Icons, Pictures

Add More Information
( If Required)

Association between Ideas
and Sub-Ideas

Figure 2.2. Steps to Create a Digital Mind Map through Software
2.2. Teaching Experience Plan
2.2.1. Aims of the Teaching Experience
Objectives of using digital mind mapping in teaching speaking:

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- Enhancing creativity: Digital mind mapping encourages learners to brainstorm
and visualize their ideas, leading to the development of creative thinking skills.Improving organization: Digital mind maps allow learners to structure and
organize their ideas effectively, enabling them to present their thoughts coherently
when speaking.

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- Enhancing critical thinking: Mind mapping helps learners to analyze and evaluate
information, leading to the development of critical thinking skills, which are
essential for effective communication.

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- Promoting collaboration: Digital mind mapping facilitates collaborative learning,
allowing learners to work together and share their ideas, leading to the
development of communication and teamwork skills.

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- Improving memory retention: Digital mind mapping helps learners to retain
information more effectively, allowing them to recall key points when speaking.

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- Developing language proficiency: Digital mind mapping can be used to teach and
reinforce vocabulary, grammar, and sentence structure, which are essential for
developing language proficiency.

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- Overall, digital mind mapping is a useful tool for teaching speaking as it helps
learners to develop essential skills such as critical thinking, creativity,
organization, collaboration, memory retention, and language proficiency.

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The process of creating digital mind maps:

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2.2.2. Activities with an Application of Mind Mapping Technique by Using
Digital Technology

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- Give the instruction to students so that they can take part in making mind

mapping products.

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- Choose a mind mapping software that suits their needs and preferences:
Vmindmap, Canvas, MindMeister, XMind, and iMindMap Mindjet, Mindomo,
Cacoo, FreeMind…

- Use colors and formatting: Use different colors and formatting options to make
digital mind maps visually appealing and easy to understand.

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- Add keywords and images: Use keywords to represent ideas and concepts, and
add images to visually represent them. This will help in better retention and
understanding.

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- Define the central idea: Start with a central idea or topic and create branches to
represent subtopics.

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- Determine the purpose of creating the digital mind map for studying, or
organizing information and ideas to enhance speaking skills.


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- Review digital mind map to ensure that it represents your ideas and concepts
effectively. Refine necessity to make it more concise and understandable.

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- Export or share, then Ss prepare to represent their products in front of the class.

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Unit 1: Family Life English 10 Global Success

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Lesson: Speaking

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Topic: Doing Housework

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Aims of the lesson: Help students to use digital mind map prepared at home to
support the activities of speaking skills about the reasons why children should or
shouldn’t do housework.

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OBJECTIVES

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By the end of this lesson, Ss will be able to:

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1. Knowledge

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- Explain why children should or shouldn’t do housework;

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- Discuss and express their opinions about why children should or shouldn’t do the
housework.

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2. Core competence

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Students: - Study the topic they are going to talk about in the next class: Doing
housework
- Divide the work of preparation in their group
- Draw the digital mind map using the ideas discussed in group
- Take their production to the class and share their presentation

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Teacher: Set the assignment for groups’ students to prepare the work at home
before going to school.

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STAGES:

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- Understand why children should or shouldn’t do housework;

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- Recognize the benefits of doing housework for children;

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3. Personal qualities

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- Be critical thinking.

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- Actively join in class activities;

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- Develop presentation skills;

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- Be collaborative and supportive in pair work and team work;


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Software: Vmindmap

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Topic: Living Green

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Lesson: Speaking

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Unit 2: Humans and The Environment English 10 Global Success

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Aims of the lesson: Help students to use digital mind map prepared at home to
support the activities of speaking skills about Living Green

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2. Core competence

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- Talk about ways to live green.

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1. Knowledge

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By the end of this lesson, students will be able to:

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OBJECTIVES

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- Be collaborative and supportive in pair work and team work;

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- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
3. Personal qualities
- Recognize what activities teenagers should do to live green;
- Be aware of the importance of a green lifestyle.
Stages:
Teacher: set the assignment for groups students to prepare the work at home before
going to school.
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Students: - study the topic they are going to talk about in the next class: Living
green.

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- Divide the work of preparation in their group.

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- Draw the digital mind map using the ideas discussed in group.

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- Take their production to the class and share their presentation

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Topic: A TV Music Show

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Lesson: Speaking

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Unit 3: Music English 10 Global Success

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Software: Vmindmap

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Aims of the lesson: Help students to use digital mind map prepared at home to
support the activities of speaking skills about A TV Music Show.

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2. Core competence

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- Talk about a music show.

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1. Knowledge

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By the end of this lesson, Ss will be able to:

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- Be collaborative and supportive in pair work and team work;
- Develop presentation skill;
- Actively join in class activities;
- Be creative;
- Be critical in thinking.
3. Personal qualities
- Be eager to create a new musical show;
- Be ready to share their ideas with the whole class;

- Be able to self-study.
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Stages:

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Teacher: Set the assignment for groups students to prepare the work at home
before going to school.

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Students: - Study the topic they are going to talk about in the next class: A TV
Music Show

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- Divide the work of preparation in their group

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- Draw the digital mind map using the ideas discussed in group

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- Take their production to the class and share their presentation

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Software: Vmindmap

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Software: Canvas
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Here is a sample of the lesson plan when using mind mapping technique by
digital technology
UNIT 3: MUSIC
Lesson 4: Speaking
I. OBJECTIVES

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By the end of this lesson, Ss will be able to:

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1. Knowledge

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- Talk about a music show.

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2. Core competence

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- Be collaborative and supportive in pair work and team work;

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- Develop presentation skill;

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3. Personal qualities

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- Be critical in thinking.

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- Be creative;

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- Actively join in class activities;

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- Be able to self-study.

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- Be ready to share their ideas with the whole class;

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- Be eager to create a new musical show;

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II. MATERIALS

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- Grade 10 textbook, Unit 3, speaking

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Solutions

- Ss may lack ideas to

- Remind them to use the ideas which they search

create a music show

on the Internet for homework in the reading lesson

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Anticipated difficulties

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Assumptions

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- Projector/ TV/ pictures and cards/ Link: />
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- Computer connected to the Internet

and show them some music shows in warm-up
- Ss may lack lexical

activities so that they can recall the names of the

items to express their

shows and their regulations.

ideas.

- Be ready to help them with English terms.

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Board Plan

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Date of teaching

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UNIT 3: MUSIC

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Lesson 3: Speaking

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* Warm-up: Video watching

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Vocabulary

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Task 1: List the factors of a TV music show by using digital mind mapping.

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Task 2: Read about a TV music show and complete the notes below.

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Task 3: Work in groups. Make up a new music show. Use the points in 1 to

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organize your ideas.

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Task 4: Present your show to the whole class. Use your ideas in 2 and the

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expressions below. Vote for the best show.

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* Homework

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III. PROCEDURES

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Notes:

Implement the task

***

Discuss

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**

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Deliver the task

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*

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In each activity, each step will be represented as following:

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6 mins
- To arouse

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Video watching: Watch the video and write down the

on

names of the music shows.

T-S

* Teacher gives the instructions and plays the

S-S

the

recording.

classroom

** Ss watch the video and write down the name the

atmosphere

music shows

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WARM UP

Interacti

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Procedure

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Stage/ aim

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**** Giving comments or feedback

T-S

To lead in the *** Ss share their answers with a partner.
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**** Teacher checks by having some Ss to call out

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lesson

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the answers

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Suggested answers: America’s Got Talent, Pop Idol,

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Vietnam’s Got Talent, Perfect Edition (Cover Star), X

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Factor

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/>
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PRESENTA Vocabulary
* Teacher:

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- shows the words one by one, plays the recording

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and has Ss repeat the sound of the words

5 mins

has Ss guess the meaning of the words based on

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pictures, explanations or examples.

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1. dress up (ph.v): wear clothes that are more

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formal than those you usually wear

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vocabulary so

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teach some

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ARY
- To pre-

T-S

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VOCABUL

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TION

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that Ss can

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understand

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the meaning

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and use them

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correctly in
main

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2. runner-up (n): a person or team that finishes

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tasks.

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speaking

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second in a race or competition

3. cash (n): money in the form of coins or notes
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4. come up with (ph.v): suggest or think of an

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idea or plan

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** Ss do as instructed.

5 mins

**** Teacher confirms the meaning, calls on some

S-S

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TASK 1

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T-S

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SHOW BY USING DIGITAL MIND MAPPING

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TASK 1: LIST THE FACTORS OF A TV MUSIC

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individual Ss to make sentences with each word.

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PREPARED AT HOME.
* Teacher:

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- asks some groups preparing mind mappings at home
after teacher’s instructions to represent factors of the
TV show description and in 2 minutes.
** Ss do as instructed.
**** Teacher lets other students to give comments
and then give feedback to them.

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do

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ad
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TASK 2: READ ABOUT A TV MUSIC SHOW

T-S

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AND COMPLETE THE NOTES BY MIND

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5 mins

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TASK 2

TECHNOLOGY PREPARED AT HOME.

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- To

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MAPPING TECHNIQUE BY DIGITAL
* Teacher:

more ideas

- asks Ss to look at notes first and try to guess the

for the main

type of information they need to fill in and then has

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T-S

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- tells Ss to read the TV show description and find

in the lesson

the information to complete the note individually in

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Ss involved

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are correct or wrong.

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tasks and get

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Ss call out their guesses, but does not tell them if they

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speaking

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introduce

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two minutes.

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** Ss do as instructed.
*** Ss compare their answers in pairs.
**** Teacher checks answers as a class.
Key:
1. Name: I know your face
2. People who give their scores: two main judges and
a guest artist
3. Number of participants: six
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4. What participants have to do: dress up and perform

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as famous international or local artists in a live show

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every week

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5. How participants win the show:

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– 3 participants with the highest scores after 5 weeks

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go to the final night.

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T-S

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– TV audiences vote and decide on the winner and

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two runners-up.

S-S

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6. Prize(s): cash

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* Teacher:

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competitions.

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Extension: Brainstorm some popular TV shows or

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- has Ss call out some popular TV shows or
T-S

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board.

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competitions and write their names in English on the

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- puts Ss into pairs and has each pair choose one of
the TV shows or competitions.
** Some pairs take turns to come to the front of the
class while the rest of the class ask them Yes / No
questions to guess their TV show or competition.
They can only answer with `Yes' or ‘No’. Each pair
has three minutes to answer.
**** Teacher gives comments and praises Ss for
having exciting questions.
TASK 3: WORK IN GROUPS. MAKE UP A

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S-S

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T-S

NEW MUSIC SHOW. USE THE POINTS IN 1
TASK 3
7 mins

TO ORGANISE YOUR IDEAS.

T-S

* Teacher:

- To help Ss

- asks Ss to refer back to their notes in 1;

brainstorm

- puts Ss into groups, and asks them to brainstorm

ideas for the

ideas for their new show, using the suggested points

S-S
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in 1 and the information they searched on the Internet

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speaking

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for the homework in the Reading lesson .

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activity.

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- gives Ss 6 minutes so that they can come up with

T-S

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interesting ideas.

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- asks Ss to take notes of the decisions they make.

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** Ss do as instructed.

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**** Teacher walks round the class and offers help if
TASK 4: PRESENT YOUR SHOW TO THE

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WHOLE CLASS. USE YOUR IDEAS IN 2 AND

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FREE

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TASK 4:

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necessary.

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PRACTICE THE EXPRESSIONS BELOW. VOTE FOR THE

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BEST SHOW.

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10 mins

* Teacher:

the

- has Ss work in the same groups as in 2 in 3 minutes

opportunity

to prepare for their presentation using the ideas in 2.

to present

- reminds them to use the expressions provided in the

their music

box and makes sure that each student in the group is

shows to the

responsible for presenting a different aspect of the

class

show.

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- To give Ss

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S-S

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S-S

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T-S

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- reminds them to pay attention to body language

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(smile, make eye contact), speech (speak clearly and
not too quickly)

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** Some groups talk about their show. The rest of the
class listen, ask questions at the end of the
presentation, and take notes of the things they like or
don’t like about the proposed music show.
*** Teacher:
- asks Ss to vote for the most interesting show.
- gives comments and praise Ss for good effort,
interesting ideas and, teamwork.
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CONSOLID Wrap-up

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Teacher asks: What have you learnt today?

2 mins

- talk about music shows

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ATION

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Homework

memorise the

- Exercises in the workbook

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- To help Ss

T-S

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content of the - Search the Internet for some information about

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music festivals.

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lesson

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Unit 4: For a Better Community English 10 Global Success

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Lesson: Speaking

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Topic: Benefits of Volunteering Activities

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Aims of the lesson: Help students to use digital mind map prepared at home to
support the activities of speaking skills about benefits of volunteering activities

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OBJECTIVES

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- Actively join in class activities

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- Develop presentation skills

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- Be collaborative and supportive in pair work and team work

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- Develop communication skills and creativity

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2. Core competence

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- Talk about the benefits of volunteering activities

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1. Knowledge

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By the end of this lesson, students will be able to:

3. Personal qualities

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- Develop a sense of helping the community and awareness of voluntary work
- Develop self-study skills
Stages:
Teacher: Set the assignment for groups of students to prepare the work at home
before going to school.
Students:
- Study the topic they are going to talk about in the next class: Benefits of
Volunteering Activities
- Divide the work of preparation in their group
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- Draw the digital mind map using the ideas discussed in group

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- Take their production to the class and share their presentation

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Software: Vmindmap

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Topic: Inventions and how they are used

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Lesson: Speaking

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Unit 5: Inventions

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Aims of the lesson: Help students to use digital mind map prepared at home to
support the activities of speaking skills about inventions and its uses.

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OBJECTIVES

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Lesson: Speaking

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Unit 5: Inventions

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Topic: Inventions and how they are used
Aims of the lesson: Help students to use digital mind map prepared at home to
support the activities of speaking skills about inventions and its uses.
By the end of this lesson, Ss will be able to:
1. Knowledge
- Talk about inventions and how they are used.
2. Core competence
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and team work.
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- Develop presentation skills.

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- Actively join in class activities.

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3. Personal qualities

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- Develop flexibility and creativity in learning.

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Stages:

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- Be responsible for studying, using educational apps.

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Teacher: Set the assignment for groups of students to prepare the work at home
before going to school.

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ad

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Students:

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- Study the topic they are going to talk about in the next class: Inventions and
how they are used

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- Divide the work of preparation in their group

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- Draw the digital mind map using the ideas discussed in group

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- Take their production to the class and share their presentation

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Software: Vmindmap
Unit 6: Gender Equality English 10 Global Success
Lesson: Speaking
Topic: Career Choices
Aims of the lesson: Help students to use digital mind map prepared at home to
support the activities of speaking skills about career choices.
OBJECTIVES
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By the end of this lesson, Ss will be able to:

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1. Knowledge

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- Understand how to express opinions;

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- Apply useful expressions to talk about career choices.

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2. Core competence

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- Develop communication skills and creativity;

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- Be collaborative and supportive in pair work and team work;

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3. Personal qualities

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- Develop presentation skills.

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- Understand more about their preference of career;

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STAGES:

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- Develop self-study skills.

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Teacher: Set the assignment for groups students to prepare the work at home
before going to school.

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Students:

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- Study the topic they are going to talk about in the next class: Career choices

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- Divide the work of preparation in their group

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- Take their production to the class and share their presentation

at

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- Draw the digital mind map using the ideas discussed in group

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k

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ht

m

co

l.
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gm

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